The Third Period
Teaching Procedures
Step Ⅰ Revision T: In last period, we summed up the expressions for telling what you are supposed to do． Now I’ll check your homework． I’ll ask some pairs to act out the conversations before the class．
Step Ⅱ 3a This activity provides reading and writing practice using the target language．
Show the key words on the screen by a projector． Read the words and have students repeat again and again until they can pronounce the words fluently and accurately．
Read the instructions． Do you know what an opinion is?
Ask a student to answer it． Look at the chart． Point to the word attitude on the chart and say, An opinion is like an attitude． Tell students what they will write in the chart．
Ask students to read the first paragraph on their own． When they read, move around the classroom helping them as necessary． Then ask students to read the second paragraph． Again, as they read, move around the classroom answering any questions． Then read the instructions again and point out the chart． Point to the words attitude toward and ask what other words in the instruction line mean the same thing（opinions of）．
Invite a student to read the sample answer to the class． Then let him point out which sentence the answer is found in．
Ask students to read the paragraphs again and complete the chart on their own．
Correct the answers with the class．
Answers
Colombian: We’re pretty relaxed about time． We often just drop by our friends’ home． We don’t have to make plans when we get together with friends．
Switzerland: It’s very important to be on time． We never visit a friend’s house without calling first． We usually make plans to meet friends．
Step Ⅲ 3b
This activity provides guided oral practice using the target language．
Go through the instructions for the activity with the class．
Look at the example in the box． Ask two students to read the conversation to the class．
SA: What kinds of rules do they have in Colombia?
SB: Well, they have pretty relaxed rules．
SA: Like what?
SB: Well, it’s OK if you’re not on time．
First practice this conversation with a partner． Then talk about your attitude toward being on time and getting together with your friends． Use true information．
Have students work in pairs．
Ask some different pairs to say their conversations to the class．
Suggested answers
SA: What kinds of rules do you have in your opinion?
SB: Well, we have relaxed rules．
SA: Like what?
SB: Well, it’s OK if we visit a friend’s house without calling first．
Step Ⅳ Part 4
This activity provides reading, Writing, listening and speaking practice using the target language．
Let students read the instructions．
Ask a pair of students to model the sample dialogue． Correct any pronunciation errors to make sure the students are providing a good model for the rest of the class．
SA: Can you tell me the things I’m supposed to do?
SB: The first thing is to greet the teacher．
SA: Okay． What should I say?
SB: You’re supposed to say "good morning, teacher．"
Get students to complete the work in pairs． As they work, walk around the classroom offering help as needed．
Review the task． Ask a few students to share their conversations with the whole class．
SA: Can you tell me the things I’m supposed to do?
SA: The first thing is to do your homework．
SA: Okay． What should I say?
SB: You’re supposed to say "I must do my homework"．
Step Ⅴ Summary
In this class, we’ve learned some key vocabulary words land, drop by and after all, and the target language Can you tell me the things I’m supposed to do? The first thing is to greet the teacher． Okay．
What Should I say? You are supposed to say "good morning, teacher"． We’ve also done a lot of reading, speaking and writing practice using the target language．
Step Ⅵ Homework
1． Write a conversation using the information in Part 4．
2． Finish off the exercises on pages 49～50 of the workbook．